Third-Grade Reading Guarantee District Staffing Plan Check-In

Students on a Reading Improvement and Monitoring Plan in the 2014–15 School Year

How many third-grade retained students did you project having for the 2014-15 school year?:

How many third-grade retained students do you actually have for the 2014-15 school year?:

How many K-3 students did you project electively placing on a reading improvement and monitoring plan for the 2014-15 school year (i.e. identified as on track but in need of intervention)?:

How many K-3 students do you actually electively place on a reading improvement and monitoring plan for the 2014-15 school year (i.e. identified as on track but in need of intervention)?:

2013–14
(cut score = 392)

2014–15
(cut score = 394)

How many third-grade students achieved the cut score or above during the fall administration of the Ohio Achievement Assessment in Reading?

How do you measure your students’ literacy achievement and track improvement from year to year?:

What evidence previously was used to identify suitable teachers who were not qualified, according to the law, to teach struggling students on reading improvement and monitoring plans? Is that evidence still viable?:

Has Your Staffing in 2014–15 Worked According to Plan?:

YesNo

As of March 30, 2015, how many teachers in your district do you expect will meet the teacher qualifications as required in the Sub. Senate Bill 21 legislation? (Holds a reading endorsement on the teacher’s license; has “above expected” rating; earned a passing score on a rigorous reading test; rated “most effective” using student growth; holds an alternative credential; and/or completed a master’s degree in reading or literacy)

K–2 (Not Required):

Grade 3 (Required):

Please describe any adjustments you have made to your staffing plan and why they were needed.:

Do you anticipate any changes to your staffing plan to ensure that third-grade teachers in your district meet the legislated teacher qualification requirements?:

Yes No

Please explain why changes may be necessary and what those changes may be.:

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